Lesson Overview: In this activity, students explore the structure and function of the cell. They begin by identifying the cell as the common unit of life in all living organisms, large and small. Students learn about single-celled organisms and how they carry out different life functions. Students will use a Web activity to explore how cells divide during the process of mitosis. Next, students learn how cell specialization takes place in vertebrate embryos. They explore a gallery of different kinds of specialized cells and compare each cell's structure and function. After making drawings of these cells, students will place their drawings in the appropriate location on a human body outline.
Before this lesson is implemented all individual education plans will be reviewed and appropriate accommodations and/ or modifications will be made to attend to students' needs.
Learning Performances: Students will:
Identify the common unit of life in all organisms: the cell
Observe how single-celled organisms carry out different life functions
Explore how cells divide during the process of mitosis through laboratory work.
Observe how cell specialization occurs in embryos
Compare the structure and function of different specialized cells and identify their location within the body
Participate in class discussions by predicting and inferring without first directly observing
Investigate new concepts and construct evidence based explanations by creating models and through research.
Pose questions and give examples during lessons and class discussion.
National Science Standards: Structure and Function in Living Systems:
Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.
Students' Prior Knowledge to the Subject: At this point students will have learned through brief introductions in previous science classes that cells are the basic units of life. They will have learned that within cells are organelles which are responsible for cell life and have learned about them specifically. The students will also have previously learned that there is a difference between animal and plant cells. Students will have been exposed to laboratory procedures/safety and familiar with how to use microscopes.
Establishing Purpose: The purpose of this lesson is to instill the fact that life begins with cells. They are pre-conditioned genetically to become certain tissues and organs throughout the human body. This is called differentiation of cells. Once the specialized cells form into tissues which in turn form into major organs they will contribute the the entirety of the human body as a whole. This pertains to students' lives as everyone is living and is therefore made of cells. All around are microscopic organisms that are single-celled as well as multi-cellular just as humans. It is important to learn about cells as they are the functioning units of life. Without them we would not be. Through watching the intellectual video: The Embryo Takes Shape students will gain a better understanding of how they, or anyone of the human race, is created through the differentiation and organization of cells.
10 Minutes- Take attendance, introduce lesson, state lesson objectives
5 Minutes- Give instruction on research project and answer questions
30 Minutes- Travel to media center or library and/or log onto computers, conduct research/poster
20 Minutes- Each pair of students report what they have found through research.
5 Minutes- Class discussion about findings (lead into single cell topic)
10 Minutes-Show class Single-Celled Organisms QuickTime video and pass out worksheet to be filled in during video.
5 Minutes-Write on board as a reminder that if not completed may finish at home. Provide URL. Discuss answers on worksheet as a class.
This day is filled with activities and therefore timing is key. If time is running short I will assign the single-celled organisms video as homework along with the worksheet. I will not assess this homework in a summative way but as formatively to check students participation in the work assigned. I will also begin the next day with showing the video and going over the answers as it would be my fault that timing was off the previous day.
Day 2:
15 Minutes- Take attendance,collect homework, review previous day's major topics
40 Minutes- Introduce Mitosis lab, give instructions, pass out "pre-boxed" materials and microscopes (one per pair of students) and Mitosis lab worksheet. Conduct lab. Finish
10 Minutes- Clean up materials. Explain to students what is expected of them for homework. (Find 5 facts about multicellular organisms.)
This day is filled with activities and therefore timing is key. If time is running short I will allow for the students to fill out the remainder of their KWL charts as just another portion of their homework.
Day 3:
15 Minutes-Take attendance, go over homework. Write homework on board.
15 Minutes- Review previous main topics, introduce new topic in cell themed lesson.
15 Minutes- Have students log into computers and begin Gallery of Cells activity.
25 Minutes- Attach the life-size outline drawing of the human on the board and ask students to tape their cell drawings to the place in the body where these cells would be found. Class discussion. Remind students of homework.
This day is filled with activities and therefore timing will be key. If time is running short I will provide students with pictures from the Gallery of cells activity. This should shorten that time considerably.
Instructional Sequence: Day One: Titled- They're Here They're There They're Everywhere!
Introduction:
After taking attendance I will take out the overhead projector which will show the students a life sized picture of a flea and a title reading: "If all life is made up of cells, how am I different from a flea?"
Next, I will begin this first sequence of the lesson by asking the students "What they think they have in common with a flea?".
I will wait for 10 seconds then ask them "What they think they have in common with the heart of a flea?"
Yet again, 10 more seconds will pass before I finally ask "What they think they have in common with the drops of blood within the heart of a flea?"
In doing this I am creating a visual representation that is hard to comprehend. I will take answers during this period and wait for the correct answer.
If no one is able to come up with the answer then I will let the students know they they, as well as the tiniest drop of blood within a flea consist of microscopic cells and that it is this correlation that initiates our exploration into cells.
I will then introduce the new topic of cells and their structures and functions.
I will ask students what they know thus far about cells and make note of it on the board.
I will state my objectives for the class and also write them on the board. They will read as follows:
Students will become part of class wide discussion.
Students will research small and large organisms and share with the class their common characteristics on the cellular level.
Students will describe features of organisms that are common to even the Earth's smallest organisms.
Students will observe a short video and finish the worksheet that comes along with it. (which will be considered their homework for the next day.)
Instructional Activities:
Although I have already introduced that cells are common in all living creatures, I will begin the lesson by having the students (in partners) log onto computers and researching the smallest and largest organisms on Earth. The reason for this is to allow for students to visualize and come an understanding that no matter how small or large a living organism is, they both share a common quality- they are both comprised of cells.
worksheet which they must complete about their research as well as the rubric which I will be using for evaluation.
Also, before allowing students to log into their computers I will ask students which sites they believe are best for researching scientific facts. After some answers I will let the students know that Google, Yahoo, and Mama are very acceptable search engines and are highly recommended. They may use Wikipedia, but if so, they need to site another credible website to back up their information. I will also give students a link to a great online converter so that they may put accurate sizes and units onto their worksheets.
After about 28-30 minutes of computer time/creation of visual, students will orally present their findings: mandatory and other facts about the topic.
After I will ask the students class wide "Why they think I had them conduct this research?". "Can anyone really visualize the size differences?" I will compare the sizes of each organism to a typical molecule to help students in realizing the sizable difference.
If no one can answer me correctly I will use this guiding question: "Well what is the smallest functioning structural unit of life?" Now most students will raise their hands and be able to tell me that what they researched was primarily about cells. The smallest organism itself is a cell, and the largest organism, a fungus, is made of cells.
At this point I will explain to the class that yes, indeed, we will be studying cells beginning with the smallest most primitive forms to the highly differentiated.
I will explain that the most primitive forms are those of the single-celled organisms.
This will lead into the showing of the Single-Celled OrganismsQuickTime video and pass out the
I will explain to the students at this point that the worksheet will count as a homework grade.
During the movie I will be sure to pay attention to when the answers to the worksheet are coming up and warn students to pay extra close attention.
At the request of the student I will periodically stop the movie to allow for more time to fill in the answers.
I will remind students that this worksheet will be counted as a homework grade.
Concluding the Lesson:
After the movie there will be about 10 minutes left of the class period.
I will take some questions about the worksheet if a particular question seemed to be of one that the class as a whole was having trouble answering.
I will remind students that the worksheet will count as a homework grade and that I will allow for them to complete it for the next time that we meet. I have provided the URL on the worksheet so that they may view the video online at home or in the library.
Also during this time I will re-emphasize the point of this day's research.
I will ask students questions about what we did for the day and why they think I had them conduct the research.
After some answers I will explain that I really wanted the students to understand and learn that in all living organisms there is a common structure- the cell. And to begin a cellular lesson you must start from the beginning, the primitive form of the first type of cells, or single-celled organisms.
I will also exclaim that tomorrow we will continue with cells but will go more into the more evolved forms of cells.
Assessing Student Understanding:
Throughout this lesson I will formatively assess students by their answers and participation in classroom discussions.
I will constantly listen to student conversation during their research period and while walking past each student I will ask questions about the project and what they have found.
Some examples of questions could be "Wow! You found that the largest organism is 3 540 556.8 meters! How many football fields would that add up to?" "That might be a cool fact to put onto your poster board."
Or, "Oh, you found the smallest organism to be 0.2 to 0.3 µm (micrometers) in size, what is the size of a typical human cell? You may want to make that comparison for your cool facts section."
This will help in allowing for 100% class wide participation and in keeping the students on task.
I will perform a summative assessment of the students' research, creativity and participation during the small versus largest organism on earth task.
Students may receive a total of 15 points if they excel in all three categories.
Please see the rubric for greater understanding of the grading system.
Cautions: There are no dangers to be concerned over during this lesson plan.
Challenges in Carrying out the Investigation: Some challenges that teachers could face during this 90 minute lesson plan is making sure to properly plan for timing. There is a lot of work to be done, and only one class period to do it in. One needs to be wary of obstacles which might press this lesson into a second period or next day. Also, issues concerning computer log-ins, finding computers to work on, and whether the video link will always be active are other challenges that need to be addressed by the teacher before the start of this day's lesson. If computers are unavailable or not working for that specific day I will have a stack of information already printed out and ready to be disbursed in such an occasion.
Instructional Sequence: Day Two: Titled- Oh Me Oh My, Look How They Divide!
Introduction:
After taking attendance and collecting the homework (
) I will review with the students the previous day's main topics.
Questions will be asked class wide to evaluate student understanding of cells, where they are found (in all living systems) and about single celled organisms. Next, I will re-write the original objectives that have been met onto the board:
Students will become part of class wide discussion.
Students will research small and large organisms and share with the class their common characteristics on the cellular level.
Students will describe features of organisms that are common to even the Earth's smallest organisms.
Students will observe a short video and finish the worksheet that comes along with it. (which will be considered their homework for the next day.)
(what you know/ what you want to learn/what you have learned) about Mitosis and come to the realization that they may have unknowingly known a few things about Mitosis!
Students will work collaboratively during a Mitosis lab.
Students will practice and learn how to effectively use classroom Microscopes.
Students will investigate the concept of Mitosis and exploit their new expertise by fully completing a
Students will act as real scientists and clean lab areas while being respectful of fellow lab partners.
I will then ask students "How do you think cells are made into more cells? How do you think that your skin cells form new cells after getting a scrape or cut? Does anyone know the correct name for this process?"
I will call on students for answers, and in the end provide the fact that certain cells that we are going to investigate divide and reproduce through a process called Mitosis.
Instructional Activities:
I will begin the new topic of Mitosis by first handing out a
I will allow for the students to finish the first two sections of the chart before giving my next instruction.
When complete, I will explain to the class that they will be learning about the way in which some cells divide.
I will ask if the students if they have any questions before turning down the lights and showing them a brief introductory Mitosis QuickTime video.
After the video I will explain that cells divide during a process called Mitosis.
Single-celled organisms can reproduce by this method to produce two identical cells. Multicellular organisms use mitosis to grow and to replace worn-out cells.
Next, I will give directions about the lab they will be completing this day. Each student will work in pairs, be given a pre-boxed set of materials, use a
During the lab I will make sure to circulate, help with the setting up and focusing of microscopes, answer questions about their worksheets, and about the topic
finished with the lab which will have taken about 28-30 minutes students will finish their KWL chart. (The "what I have learned section.)
Concluding the Lesson:
The students will clean up their lab stations and complete their KWL charts.
I will then ask the students "What they had learned in today's lesson?" "What they found of great interest? Or what they found that was surprising?"
At this point there will be about 10 minutes left of class.
On the board I will assign the homework which will be to: find 5 facts about our next topic- multicellular organisms.
I will quickly re-cap what we have done and learned for the day.
Students will be allowed a few minutes before the end of the class period to talk quietly with friends and prepare their backpacks and notebooks for their next set of classes.
Assessing Student Understanding: Throughout this lesson I will formatively assess students through observation during the Mitosis lab. Also, I will collect and evaluate student understanding from their Mitosis lab worksheets. feedback will be given There will be no formal, or summative assessments during this particular lesson.
Cautions: Some cautions in this lab would be to make sure that if students break a slide that they know to come to the teacher to pick up the glass or place the broken slide into the "sharps" container. Also, students need to be careful when handling the microscopes as they are very expensive and not easily fixed.
Challenges in Carrying out Investigation: Some challenges that a teacher may face during this lesson would be in making sure that students remembered laboratory procedures and safety. Also, in making sure the students were responsible with the microscopes. Teachers also need to make sure that the link for the Mitosis video was still active as well as having a computer to conduct this particular part of the lesson. If for some reason the link was de-activated that would call for another search for a web based Mitosis video. If computers were unavailable or not working I would instead pass out the Mitosis lab guide early and hold up large pictures of the different stages and go through them slowly with the students to help with their understanding. When finished I could ask questions, then begin the lab.
Instructional Sequence: Day Three: Titled- Why We Are The Way We Are!
Introduction:
After taking attendance I will state that today's lesson is going to be hitting a little closer to home.
I will ask "What was assigned for homework?" (Some one will answer that they were to find 5 facts about multicellular organisms.)
I will ask "Why?" "Why do you think that that is hitting close to home?"
After taking some answers I will explain that multicellular organisms are more complex than unicellular ones. They have tissues and organs made of specialized cells that perform various functions such as digesting and circulating nutrients and oxygen and getting rid of wastes.
"Does this sound familiar? Do you know of any organisms that function in the same way?" "What breathes oxygen, has specialized cells that perform various functions, such as creating muscular tissue, needs nutrients and after eating a big meal needs to use the bathroom?" I'll ask.
At this point students should finally realize that the answer is humans! We are multicellular organisms.
I will explain that in science we look for the reason behind answers, and that this lesson is a great way to learn about our specific cells and how we are created.
Next I will write the objectives that the students have met thus far into the lesson:
Students will become part of class wide discussion.
Students will research small and large organisms and share with the class their common characteristics on the cellular level.
Students will describe features of organisms that are common to even the Earth's smallest organisms.
Students will observe a short video and finish the worksheet that comes along with it. (which will be considered their homework for the next day.)
(what you know/ what you want to learn/what you have learned) about Mitosis and come to the realization that they may have unknowingly known a few things about Mitosis!
Students will work collaboratively during a Mitosis lab.
Students will practice and learn how to effectively use classroom Microscopes.
Students will investigate the concept of Mitosis and exploit their new expertise by fully completing a
Students will act as real scientists and clean lab areas while being respectful of fellow lab partners.
And new objectives will be written on the board for this day's lesson:
Students will inference and predict while in class discussion about single cells becoming highly specialized and vast.
Students will provide examples and learn about the topic more thoroughly in doing so when class wide questions are asked.
Students will connect what they know to new material presented in class.
Students will observe a short movie and take notes about how humans, for example, stem from one cell which divides into many to become a highly organized and complex organism.
Students will conduct research and gain techniques of scientific practice in doing so to better help understand the different types of cells within the body.
Students will conduct in collaborative work as they bring all they've learned for the day and present it through a human sized model.
At this point I will begin the topic through techniques of inquiry.
Instructional Activities:
After coming to the conclusion that humans are multicellular organisms I will begin a short classroom discussion.
Some questions I could ask are as follows:
"How do multicellular organisms get nourishment, water, and oxygen and get rid of wastes?"
"If all multicellular organisms start from a single cell -- the fertilized egg -- how do they develop specialized tissues, organs, and systems like the heart and circulatory system, the stomach and digestive system, and the kidneys and excretory system?"
After taking answers from students and providing feedback (formatively assessing) I will begin the Cell Differentiation QuickTime video.
After this video I will ask "If this helped in realizing how a single cell becomes many cells?" Also, I will ask if anyone caught the name for the process in which cells become more vast and specialized? (Some should raise their hands and answer: Cell Differentiation) I will also ask if there are any questions
On that note, I will next show the students a longer QuickTime Video named The Embryo Takes Shape. With this I will pass out the
that is to be completed during the movie. Students will be told that this worksheet will be counted as a homework grade.
After this video I will take questions and ask the students what they thought of the video. I will remind students that if they didn't finish all parts of the worksheet they are allowed to take it home to complete. I have included the URL on the worksheet. They may re-view the video at home or in the library.
Next, the students will begin the Gallery of Cells activity. I will introduce what is expected of them as well as pass out the Gallery of Cells Project Rubric so that they may know what is expected of them in terms of grading.
I will ask that the students look for similarities and differences in cell structures and functions.
I will ask students to draw at least three types of specialized cells, one on each index card, and to label the cell types.
Then on a separate piece of paper students will describe the similarities and differences among the different cells and how their structure is related to their function.
When everyone has finished within the allotted time, I will place a real life outline of a human onto the wall and ask students to tape their cell drawings to the place in the body where these cells would be found.
When everyone has returned to their seat I will begin another small class discussion and critique of their masterpiece.
I will ask:
"Are all these cells in the correct location?"
"Where else might these cells be found?"
"How do the cell drawings compare to the actual size of cells in a human body?"
"Where in the body would you expect to find the greatest number of each kind of cell?"
"What other kinds of cells are in the body?"
Concluding the Lesson:
After these questions have been discussed, I will provide answers to most if students could not come up with accurate answers. However, For the last question about the other types of cells within the human body I will ask that they complete that questions for homework.
With about 7 minutes left of class I will ask that the students research through the internet or through books from the library other types of cells in the body not mentioned in this class. They are only asked to find 2-3 others. Students will have 2 days to complete this homework as it is research based. Once completed, they will be asked to draw these other cells and then add them to the body outline.
I will quickly re-cap what we've learned for the day.
I will then announce before the end of the class that our next topic is more specific and will deal with the cells that make up an actual tissue in a major organ that we all are very interested about!
Assessing Student Understanding: Throughout the lesson I will begin many classroom discussions. I will be formatively assessing their participation and understanding thus far about cells. When answering, and if incorrect, I will shape the correct answer to disallow for misconceptions and to provide immediate feedback. Summatively, I will be awarding a maximum of 15 points for the students' work for the Gallery of Cells activity. A rubric was administered to allow for students to know what was expected of them.
Unlined 3 in. x 5 in. index cards (6 per student) for cell drawings
Cautions: I would advise that students be careful as to not draw on their clothes, belongings, or school property when using markers/crayons or colored pencils.
Challenges in Carrying out Investigation: Some challenges in carrying out this day's investigation into Cell Differentiation is making sure that all students understand the general idea behind cell differentiation. I will throughout class constantly reiterate what we are learning and asking questions of all students to make sure they are understanding the content. If not I will approach the topic in a different way; maybe explain myself more clearly and slowly. Also, as far as materials go I would have to make sure that links are working properly and that computers are available. If not, I would have to show various stages of cell differentiation on paper or on overhead (which will hopefully be working) and explain the various steps. I would have to assign the Embryo Takes Shape video for homework, but not grade the homework until we've watched it in class and I was sure that students fully understood what they have seen.
Rationale:
I have chosen this sequential lesson plan as a way to build up to the final concept in this unit plan- the human brain. I have used techniques that will keep the students engaged and interested in the vast amounts of material. Through inquiry I have formatively assessed each student every day to make sure that they understood the day's lesson and was at the point they needed to be at in order to understand the next topic which was tiered upon the last. I felt that Cellular Structure and Function lesson was a great in the way that it pertained to students lives. The first day consisted of learning about how every living organism is comprised of cells. I started that day off with comparing students to fleas, and how they were related in the same way- they each were made of cells. I believe that this gave a great visual in terms of introducing that day's topic. Also, they learned about the most primitive forms of cells: single-celled organisms. The second day students brainstormed about the new topic of Mitosis and filled out KWL charts. I did this in order to pre-assess what students may have already known about that particular subject because it is usually a little hard to comprehend at that age and I wanted to make sure that I covered all of my bases when teaching it. On day three students concluded this lesson about Cellular Structure and Function by using participating in classroom discussion about multi-cellular organisms and through investigations into cell differentiation. Also, we covered a small bit about different kinds of cells. I chose to add this into my lesson because the next lesson that I will be introducing will be based upon specific cells which makes up tissue within the human body. (In particular- Grey matter of the human brain.) I wanted the students to get a feel for the fact that the body is not comprised of one solitary "human cell" but of many different cells which are located in different areas of the body. Lastly, I wanted to express the reason why I had chosen in my introduction to write student objectives. First, I wanted students to realize what was expected of them and to give them a heads-up as to what we would be working on for that day. Also, as the days passed I chose to wrote the objectives the students had met in previous lessons. I did this as a way to subtly boost students' morale in the way that they could physically see what we have gotten to, gone over and completed. In doing such a hands on, in depth and rigorously paced lesson I'd like for my students to realize what great work they are doing.
Title: Cellular Structure and Function
Grade: 7
Lesson Overview: In this activity, students explore the structure and function of the cell. They begin by identifying the cell as the common unit of life in all living organisms, large and small. Students learn about single-celled organisms and how they carry out different life functions. Students will use a Web activity to explore how cells divide during the process of mitosis. Next, students learn how cell specialization takes place in vertebrate embryos. They explore a gallery of different kinds of specialized cells and compare each cell's structure and function. After making drawings of these cells, students will place their drawings in the appropriate location on a human body outline.
Learning Performances: Students will:
National Science Standards:
Structure and Function in Living Systems:
Students' Prior Knowledge to the Subject: At this point students will have learned through brief introductions in previous science classes that cells are the basic units of life. They will have learned that within cells are organelles which are responsible for cell life and have learned about them specifically. The students will also have previously learned that there is a difference between animal and plant cells. Students will have been exposed to laboratory procedures/safety and familiar with how to use microscopes.
Establishing Purpose: The purpose of this lesson is to instill the fact that life begins with cells. They are pre-conditioned genetically to become certain tissues and organs throughout the human body. This is called differentiation of cells. Once the specialized cells form into tissues which in turn form into major organs they will contribute the the entirety of the human body as a whole. This pertains to students' lives as everyone is living and is therefore made of cells. All around are microscopic organisms that are single-celled as well as multi-cellular just as humans. It is important to learn about cells as they are the functioning units of life. Without them we would not be. Through watching the intellectual video: The Embryo Takes Shape students will gain a better understanding of how they, or anyone of the human race, is created through the differentiation and organization of cells.
Materials Needed:
Time Required: Three 90 Minute block periods
Day 1:
Day 2:
Day 3:
Instructional Sequence: Day One: Titled- They're Here They're There They're Everywhere!
Introduction:
Instructional Activities:
Concluding the Lesson:
Assessing Student Understanding:
Student Resources:
Cautions: There are no dangers to be concerned over during this lesson plan.
Challenges in Carrying out the Investigation: Some challenges that teachers could face during this 90 minute lesson plan is making sure to properly plan for timing. There is a lot of work to be done, and only one class period to do it in. One needs to be wary of obstacles which might press this lesson into a second period or next day. Also, issues concerning computer log-ins, finding computers to work on, and whether the video link will always be active are other challenges that need to be addressed by the teacher before the start of this day's lesson. If computers are unavailable or not working for that specific day I will have a stack of information already printed out and ready to be disbursed in such an occasion.
Instructional Sequence: Day Two: Titled- Oh Me Oh My, Look How They Divide!
Introduction:
Instructional Activities:
Concluding the Lesson:
Assessing Student Understanding: Throughout this lesson I will formatively assess students through observation during the Mitosis lab. Also, I will collect and evaluate student understanding from their Mitosis lab worksheets. feedback will be given There will be no formal, or summative assessments during this particular lesson.
Student Resources:
Cautions: Some cautions in this lab would be to make sure that if students break a slide that they know to come to the teacher to pick up the glass or place the broken slide into the "sharps" container. Also, students need to be careful when handling the microscopes as they are very expensive and not easily fixed.
Challenges in Carrying out Investigation: Some challenges that a teacher may face during this lesson would be in making sure that students remembered laboratory procedures and safety. Also, in making sure the students were responsible with the microscopes. Teachers also need to make sure that the link for the Mitosis video was still active as well as having a computer to conduct this particular part of the lesson. If for some reason the link was de-activated that would call for another search for a web based Mitosis video. If computers were unavailable or not working I would instead pass out the Mitosis lab guide early and hold up large pictures of the different stages and go through them slowly with the students to help with their understanding. When finished I could ask questions, then begin the lab.
Instructional Sequence: Day Three: Titled- Why We Are The Way We Are!
Introduction:
Instructional Activities:
Concluding the Lesson:
Assessing Student Understanding: Throughout the lesson I will begin many classroom discussions. I will be formatively assessing their participation and understanding thus far about cells. When answering, and if incorrect, I will shape the correct answer to disallow for misconceptions and to provide immediate feedback. Summatively, I will be awarding a maximum of 15 points for the students' work for the Gallery of Cells activity. A rubric was administered to allow for students to know what was expected of them.
Student Resources:
Cautions: I would advise that students be careful as to not draw on their clothes, belongings, or school property when using markers/crayons or colored pencils.
Challenges in Carrying out Investigation: Some challenges in carrying out this day's investigation into Cell Differentiation is making sure that all students understand the general idea behind cell differentiation. I will throughout class constantly reiterate what we are learning and asking questions of all students to make sure they are understanding the content. If not I will approach the topic in a different way; maybe explain myself more clearly and slowly. Also, as far as materials go I would have to make sure that links are working properly and that computers are available. If not, I would have to show various stages of cell differentiation on paper or on overhead (which will hopefully be working) and explain the various steps. I would have to assign the Embryo Takes Shape video for homework, but not grade the homework until we've watched it in class and I was sure that students fully understood what they have seen.
Rationale:
I have chosen this sequential lesson plan as a way to build up to the final concept in this unit plan- the human brain. I have used techniques that will keep the students engaged and interested in the vast amounts of material. Through inquiry I have formatively assessed each student every day to make sure that they understood the day's lesson and was at the point they needed to be at in order to understand the next topic which was tiered upon the last. I felt that Cellular Structure and Function lesson was a great in the way that it pertained to students lives. The first day consisted of learning about how every living organism is comprised of cells. I started that day off with comparing students to fleas, and how they were related in the same way- they each were made of cells. I believe that this gave a great visual in terms of introducing that day's topic. Also, they learned about the most primitive forms of cells: single-celled organisms. The second day students brainstormed about the new topic of Mitosis and filled out KWL charts. I did this in order to pre-assess what students may have already known about that particular subject because it is usually a little hard to comprehend at that age and I wanted to make sure that I covered all of my bases when teaching it. On day three students concluded this lesson about Cellular Structure and Function by using participating in classroom discussion about multi-cellular organisms and through investigations into cell differentiation. Also, we covered a small bit about different kinds of cells. I chose to add this into my lesson because the next lesson that I will be introducing will be based upon specific cells which makes up tissue within the human body. (In particular- Grey matter of the human brain.) I wanted the students to get a feel for the fact that the body is not comprised of one solitary "human cell" but of many different cells which are located in different areas of the body. Lastly, I wanted to express the reason why I had chosen in my introduction to write student objectives. First, I wanted students to realize what was expected of them and to give them a heads-up as to what we would be working on for that day. Also, as the days passed I chose to wrote the objectives the students had met in previous lessons. I did this as a way to subtly boost students' morale in the way that they could physically see what we have gotten to, gone over and completed. In doing such a hands on, in depth and rigorously paced lesson I'd like for my students to realize what great work they are doing.Home
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